1. Reading Objectives: Close Reading • Explain events from a text.
Unit: 1 Lesson: 2
Module: A
Objectives:
• Explain events from a text.
• Understand science concepts in a text.
• Discuss main ideas.
Today we will be doing a
Close Reading
of pages 16-20
Essential Questions:
How does a reader consider point of view?
How does a writer use experiences, narration, and description to compel a
reader?

2. First Read Let’s explore the text!
Think about what you have read in the text so far.
Look at the photographs and read the captions on
pages Think about what the next section of the
book will describe.

3. Focus: What is the “gist” of the text?
Read Aloud Routine
Focus: What is the “gist” of the text?
I will begin reading while you follow along in your book. Then, you will continue reading up to page 20 silently on your own. Focus on understanding the “gist” of the text, or what the passage is mainly about.
Be prepared to discuss the following questions when you are done with the reading:
• What characteristics do all spiders share?
• How does the text differentiate between tarantulas and other kinds of spiders?
• What questions do you have?

4. Second Read
When you reread The Tarantula Scientist, focus on key ideas and details.
Be prepared to discuss the following questions when you are done with the reading:
How did the tarantula get its name?
What is the largest category of living creatures? What are the two major groups of animals in the animal kingdom? What is unique about invertebrates?
How does the text define arachnids?
What does the writer mean when she says the tarantula has “old-fashioned” lungs and fangs?

5. Focused Reading Vocabulary Routine: Text-Based Vocabulary
evaporation, p. 19
Vocabulary Routine:
1. Read the sentence containing the word.
2. Identify context clues about its meaning within the passage.
3. Look up the word in a dictionary and read the definition.
4. Use the word in other ways.
*After we review these words, write your sentences on p. 4 in your Reader’s and Writer’s Journal.*

6. Focused Reading Small Group Discussion Routine
On p. 19, the writer explains that a tarantula might have trouble
walking if it loses too much water through its lungs. I’m not sure what this
means. I can reread the text and think about the concepts. A tarantula’s
blood is mainly water. Evaporation would cause the blood to have less
water. Since the tarantula uses blood pressure to walk, this must mean the
blood pressure changes when the blood has less water (or is thicker).
Pair up to identify other scientific explanations or events. Take turns reading the text aloud and having the listening partner paraphrase the concepts.

7. Focused Reading Team Talk Routine
What feature of the tarantula is most interesting or amazing to you? Make an opinion statement based on details from the text.

8. Reading Analysis Visuals
Visuals are a way for a writer to present information
graphically instead of using words alone.
Some common visuals you will see in
informational texts are diagrams, photographs,
graphs, and charts.

9. Goliath birdeater tarantula.
Reading Analysis
Key Ideas and Details
Look at the diagram and captions on p. 20 and complete the web diagram by describing the different features of the
Goliath birdeater tarantula.
1. How does this tarantula eat?
2. Where are the spinnerets located?
What do they do?
3. What can this spider use to defend itself?

10. Independent Reading Reading Analysis Writing in Response to Reading
Work independently to explain how the visuals on p. 20 helped you better understand the concepts that are described in the captions and the text.
*Write about your ideas in your Reader’s and Writer’s Journal, p. 6.
Writing in Response to Reading
Think about what you read on pages 17–18 about the different categories of animals. Turn to page 5 in your Reader’s and Writer’s Journal and write a response to the prompt.
Reading Wrap-Up
Share responses

11. Small Groups It’s time to get into our groups!
Please see me if you don’t know what group you belong in.

12. Informative/Explanatory Writing
Objectives:
Write to establish a purpose. W.4.2.a
Understand the function of
pronouns. L.4.1

13. Informative/Explanatory Writing
The purpose for writing informational/explanatory text is to inform or explain. Before you begin writing, you should establish a purpose, or have a reason for writing. In order to inform readers effectively, you should keep in mind the elements of informative/explanatory writing:
• tells about real people, places, or events
• includes facts, details, and descriptions
• uses visuals, such as illustrations, diagrams, or photographs
• contains an introduction, body, and conclusion

14. Informative/Explanatory Writing
Good writers clearly establish a purpose for their writing. This helps readers understand what they are supposed to learn from a text. A text may have more than one purpose—for example, to help
the reader learn about spiders in general, and about tarantulas in particular.

15. Writing Analyze the Model
The author’s purpose is to inform the reader about the family of spiders and
about tarantulas as members of that family.
Identify details that indicate the purpose of the text.
In these passages, the author has established a purpose: to inform readers about tarantulas and about the features that characterize them.

16. Writing Conventions Focus: Pronouns
A pronoun is a word that takes the place of a noun.
• If you’re talking about your friend Mike, you might say, “He left the room.” He is a pronoun that takes the place of Mike.
• If you’re speaking of your classmates, you might say, “They are my friends.” They is a pronoun that takes the place of classmates.
• If you’re speaking of yourself, instead of using your own name, you might use the pronouns I or me.

17. visual in order to inform readers about invertebrates.
Writing
Independent Writing
Read the prompt on p. 9 of the Reader’s and Writer’s Journal. Write a brief informative paragraph about invertebrates. Focus on establishing your purpose for writing. Be sure to provide facts, details, and a
visual in order to inform readers about invertebrates.